Tag Archives: Christmas

The Greatest Gift By Philip Van Doren Stern

“The Greatest Gift is a 1943 short story written by Philip Van Doren Stern which became the basis for the film ‘It’s a Wonderful Life’ (1946). It tells the story of George Pratt, a man who is dissatisfied with his life and contemplates suicide. As he stands on a bridge on Christmas Eve 1943, he is approached by a strange, unpleasantly dressed but well-mannered man with a bag. The man strikes up a conversation, and George tells the man that he wishes he had never been born. The man tells him that his wish has been granted and that he was never born.” ~Courtesy Wikipedia

ESL Voices Lesson Plan for this post with Answer Key

CLIP FROM CLASSIC FILM  ‘”T’S A WONDERFUL LIFE” 🎄♥️🎄🌟

Featuring: James Stewart, Donna Reed, Lionel Barrymore, Thomas Mitchell and Henry Travers

“Every time a bell rings an Angel gets his wings,”  ~ZuZu Bailey~

 

Note: This is an Excerpt. For the entire story visit: Wikipedia

The little town straggling up the hill was bright with colored Christmas lights. But George Pratt did not see them. He was leaning over the railing of the iron bridge, staring down moodily at the black water. The current eddied and swirled like liquid glass, and occasionally a bit of ice, detached from the shore, would go gliding downstream to be swallowed up in the shadows under the bridge.

“The water looked paralyzingly cold. George wondered how long a man could stay alive in it. The glassy blackness had a strange, hypnotic effect on him. He leaned still farther over the railing. . .‘I wouldn’t do that if I were you,’ a quiet voice beside him said.

George turned resentfully to a little man he had never seen before. He was stout, well past middle age, and his round cheeks were pink in the winter air as though they had just been shaved. ‘Wouldn’t do what?’ George asked sullenly.’What you were thinking of doing. ‘How do you know what I was thinking?’ ‘Oh, we make it our business to know a lot of things,’ the stranger said easily.

George wondered what the man’s business was. He wore a moth-eaten old fur cap and a shabby overcoat that was stretched tightly across his paunchy belly. Nothing else about him was noteworthy. He wore a moth-eaten old fur cap and a shabby overcoat that was stretched tightly across his paunchy belly. He was carrying a small black satchel. It wasn’t a doctor’s bag—it was too large for that and not the right shape. It was a salesman’s sample kit, George decided distastefully. The fellow was probably some sort of peddler, the kind who would go around poking his sharp little nose into other people’s affairs.

‘Looks like snow, doesn’t it?’ the stranger said, glancing up appraisingly at the overcast sky. ‘It’ll be nice to have a white Christmas. They’re getting scarce these days— but so are a lot of things.’ He turned to face George squarely. ‘You all right now?’

‘Of course I’m all right. What made you think I wasn’t? I—’George fell silent before the stranger’s quiet gaze.

The little man shook his head. ‘You know you shouldn’t think of such things—and on Christmas Eve of all times! You’ve got to consider Mary—and your mother too.’

George opened his mouth to ask how this stranger could know his wife’s name, but the fellow anticipated him. ‘Don’t ask me how I know such things. It’s my business to know ’em. That’s why I came along this way tonight. Lucky I did too.’ He glanced down at the dark water and shuddered.  ‘Well, if you know so much about me,’ George said, “give me just one good reason why I should be alive.’

The little man made a queer chuckling sound. ‘Come, come, it can’t be that bad. You’ve got your job at the bank. And Mary and the kids. You’re healthy, young, and—’

‘And sick of everything!” George cried. ‘I’m stuck here in this mud hole for life, doing the same dull work day after day. Other men are leading exciting lives, but I—well, I’m just a small-town bank clerk that even the army didn’t want.  I never did anything really useful or interesting, and it looks as if I never will. I might just as well be dead. I might better be dead. Sometimes I wish I were. In fact, I wish I’d never been born!’

The little man stood looking at him in the growing darkness. ‘What was that you said?’ he asked softly.”

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate -Advanced

Language Skills: reading, writing, speaking and listening. Vocabulary activities are included.

Time: approximately 2 hours.

Materials:  Copy of story The Greatest Gift, biography of Philip Van Doren Stern, examples of Components for Literary Analysis, and access to the video clips below.

Objectives:  Students will  read and discuss the short story The Greatest Gift by Philip Van Doren Stern. Students will achieve a better understanding of the story by learning literary devices and terms  (e.g., imagery, symbolism, setting,) used for analyzing stories.  They will also learn how to  analyze the relationship between characters, and events in the story by using these literary devices.

I. Pre-Reading Exercises

Stimulating background knowledge: Brainstorming

Directions: Ask students to think about what they already know about  the film It’s A Wonderful Life. Next, have students look at  any pictures in the text and generate ideas or words that may be connected to the story  As a class and list these ideas on the board. Students can use a brainstorming chart for assistance.

Brainstorming Map by rentonschools.us

 

Pre-reading Discussion Questions

Directions: Have students discuss the following questions prior to reading the story.

The Greatest Gift  is a story about a man who is very unhappy with his life and wishes that he was never born. His wish is granted and the story follows how he handles being unborn.

Think about the following questions.  Discuss your ideas with your  group members.

1. Describe a time when you were very unhappy with the way your life was going. First, how did you feel? Second, what did you do to help the situation?

2. In your opinion what makes life valuable?

3. In general, when people are frustrated and unhappy with their lives, what’s the best advice you would give them?

II. While Reading Tasks

Vocabulary:  Word Inference

Directions: Have students  infer the meanings of the words in bold font taken from the story. They can use this great Vocabulary Chart.

  1. The current eddied and swirled like liquid glass.
  2. George turned resentfully to a little man he had never seen before.
  3. “Wouldn’t do what?” George asked sullenly.
  4. He was a most unremarkable little person.
  5. Nothing else about him was noteworthy.
  6. The little man made a queer chuckling sound.
  7. You’d better take this with you,” he said, holding out his satchel.
  8. After that, of course, it’s a cinch.
  9. George felt a sudden burst of affection.
  10. His father waved toward the door. “Go on in,” he said cordially.
  11. His voice faltered.
  12. His mother smiled at his awkwardness.
  13. The choir was making last-minute preparations for Christmas vespers.

 

Prediction and Character Organizer Charts

Directions: Students may use these Prediction and Character  profile charts by Pace High School as  a while-reading tool to aid in their comprehension of the events and of the characters in the story.

Questions for Comprehension

Directions: After students have reviewed Components for Literary Analysis have them answer the following questions from the story. They can use their  analysis charts as guides.

  1. During what holiday does the story take place?
  2. What was the one thing George felt was outstanding about the stranger?
  3. Describe the stranger.
  4. What kind of profession did George think the stranger had?
  5. The stranger begins to tell George why his life “can’t be that bad.”  What are some of the things he tells George?
  6. Why is George “sick of everything”?
  7. The stranger tells  George why his life “can’t be that bad.”  What are some of the things he tells George?
  8. Why is George “sick of everything?”
  9. What wish does George make?
  10. Describe the stranger’s reaction to George’s wish.
  11. What is George’s reaction after the stranger grants him his wish?
  12. Why did the stranger give George the satchel?
  13. What was inside the satchel?
  14. What happened when George tried to return the satchel to the stranger?
  15. What quarrel did George have with Hank Biddle?
  16. When George inspected the damaged tree in Hank’s yard, what was his reaction?
  17. Why did the ‘nonexistent scar’ on the tree bother George?
  18. Describe what George saw when he  reached the bank where he worked.
  19. Who was Jim Silva?
  20. Why didn’t Jim Silva recognize George?
  21. Who was Marty Jenkins and what did he do involving the bank?
  22. Who was Art Jenkins?  What problem did Art have?
  23. Who did Art Jenkins marry?
  24. Why do you think this information disturbed George Platt?
  25. Why didn’t George go find Mary right away?
  26. How did George’s parents behave when he visited them?
  27. What did George find out about Mary from his parents?
  28. Who was Harry?
  29. Why did George’s mother get upset when Harry’s name was mentioned
  30. How did George remember the incident with Harry?
  31. What changes occurred because George Platt did not exist?
  32. Why did the stranger let George live again?
  33. When George reached Hank Biddle’s house, what did he do first?
  34. At the end of the story what did George find in his house that made his voice freeze

 

Questions for Literary Analysis

Themes are messages or ideas in a story. Usually themes are some beliefs about life or life experiences the author is trying to express to the reader. Examples: honesty, death and dying, love, importance of family)

What are some of the themes in the story?

Symbolism is the practice using an object, place, person or words to represent an abstract idea in a story. When an author wants to suggest a certain mood or emotion they use symbolism to hint at it, as oppossed to just saying it.Examples: flowers can represent romance, fog might represent a bad omen.

What are some of the symbols in the story?

Imagery is descriptive language authors use to create a picture in the reader’s mind. Imagery usually involves the senses: sight, taste, sound, touch andsmell. Examples: ‘the tangy taste of lemon’ ‘the loud ringing of the bells’, ‘the red and gold sunset’)

Identify some examples of how the author used imagery in the story.

 

Questions for Reflection

Directions:  Have  students discuss the following questions.

  1. The stranger says to George, “Oh, we make it our business to know a lot of things,” the stranger said easily.   Who is the “we”  the stranger is referring to? 
  2. George opened his mouth to ask how this stranger could know his wife’s name, but the fellow anticipated him. “Don’t ask me how I know such things. It’s my business to know ’em.” What  do you think his  business is?
  3. After George told the stranger his wish, why did the stranger react the way he did? (Why that’s wonderful!) In your opinion, should he have reacted differently?  Were you surprised by this response? Why or why not?
  4. When George tells the stranger, “they need me here.”  Who needs George and why do they need him? 
  5. Do you think George needs those  people?  Why?
  6. When George Pratt asks for his life back, the stranger tells George Pratt,  “You got everything you asked for. You’re the freest man on earth now.”  Give some examples of  how George is “free”.
  7. In your opinion, What is the Greatest Gift?
  8. At the end of the story, George thinks perhaps it was all a dream. What do you think happened to George?  Why?
  9. What have you  learned from this story?
  10. The stranger says to George, “Oh, we make it our business to know a lot of things,” the stranger said easily.   Who is the “we”  the stranger is referring to? 
  11. George opened his mouth to ask how this stranger could know his wife’s name, but the fellow anticipated him. “Don’t ask me how I know such things. It’s my business to know ’em.” What  do you think his  business is?
  12. After George told the stranger his wish, why did the stranger react the way he did? (Why that’s wonderful!) In your opinion, should he have reacted differently?  Were you surprised by this response? Why or why not?

Writing Assignment 

Directions: Have students choose a topic from below and write an essay to share with the class.

1.Choose one of the themes and write an essay describing your thoughts about the theme.

2. Write a description for each character that appears in the story.

3. In the The Greatest Gift , Philip Van Doren Stern had a happy ending.See if you can write a different a different ending for the story. Share your ending with the class.

IV. Listening Activity

Compare Opening scenes from film “It’s A Wonderful Life” to opening scenes from the short story The Greatest Gift.

“It’s a Wonderful Life” is a 1946 American Christmas fantasy drama film produced and directed by Frank Capra, based on the short story and booklet The Greatest Gift, which Philip Van Doren Stern published in 1943. Wikipedia

It’s a Wonderful Life Movie CLIP 

 

Beginning of Short Story The Christmas Gift By Philip Van Doren Stern

The little town straggling up the hill was bright with colored Christmas lights. But George Pratt did not see them. He was leaning over the railing of the iron bridge, staring down moodily at the black water. The current eddied and swirled like liquid glass, and occasionally a bit of ice, detached from the shore, would go gliding downstream to be swallowed up in the shadows under the bridge.

The water looked paralyzingly cold. George wondered how long a man could stay alive in it. The glassy blackness had a strange, hypnotic effect on him. He leaned still farther over the railing. . .“I wouldn’t do that if I were you,” a quiet voice beside him said.

George turned resentfully to a little man he had never seen before. He was stout, well past middle age, and his round cheeks were pink in the winter air as though they had just been shaved.

“Wouldn’t do what?” George asked sullenly.
“What you were thinking of doing.”
“How do you know what I was thinking?”
“Oh, we make it our business to know a lot of things,” the stranger said easily.

Excerpt From Short Story The Greatest Gift

“Well, if you know so much about me,” George said, “give me just one good reason why I should be alive.”

The little man made a queer chuckling sound. “Come, come, it can’t be that bad. You’ve got your job at the bank. And Mary and the kids. You’re healthy, young, and—”

I never did anything really useful or interesting, and it looks as if I never will. I might just as well be dead. I might better be dead. Sometimes I wish I were. In fact, I wish I’d never been born!”

The little man stood looking at him in the growing darkness. “What was that you said?” he asked softly.

“I said I wish I’d never been born,” George repeated firmly. “And I mean it too.”

The stranger’s pink cheeks glowed with excitement. “Why that’s wonderful! You’ve solved everything. I was afraid you were going to give me some trouble. But now you’ve got the solution yourself. You wish you’d never been born. All right! OK! You haven’t!” “What do you mean?” George growled.

“You haven’t been born. Just that. You haven’t been born. No one here knows you. You have no responsibilities—no job—no wife—no children. Why, you haven’t even a mother. You couldn’t have, of course. All your troubles are over. Your wish, I am happy to say, has been granted—officially.”

 

Questions

Directions: Review the clips from the film “It’s A Wonderful Life”. Read the excerpts from the short story The Greatest Gift. Answer the following questions:

1. In the beginning of It’s A Wonderful Life what are the differences between the opening scenes in the film (directed by Frank Capra) and the opening scenes in the short story written by Philip Van Doren Stern?

2. Which version do you prefer? Explain Why?

ANSWER KEY

 

Category: Celebrations, Education, Holidays | Tags: , ,

Lesson Plan: The Little Match Girl By Hans Christian Andersen

“Hans Christian Andersen, (April 1805 – 4 August 1875), in Denmark usually called H.C. Andersen, was a Danish author. Although a prolific writer of plays, travelogues, novels, and poems, he is best remembered for his fairy tales. Andersen’s popularity is not limited to children; his stories express themes that transcend age and nationality. The Little Match Girl is among his most famous stories.” Wikipedia

ESL Voices Lesson Plan for this post with Answer Key

Photograph taken by Thora Hallager, 1869

Early Life Andersen’s father, who had received an elementary school education, introduced his son to literature, reading to him the Arabian Nights. Andersen’s mother, Anne Marie Andersdatter, was an illiterate washerwoman. Following her husband’s death in 1816, she remarried in 1818. Andersen was sent to a local school for poor children where he received a basic education and had to support himself, working as an apprentice to a weaver and, later, to a tailor. At fourteen, he moved to Copenhagen to seek employment as an actor.

Having an excellent soprano voice, he was accepted into the Royal Danish Theatre, but his voice soon changed. A colleague at the theatre told him that he considered Andersen a poet. Taking the suggestion seriously, Andersen began to focus on writing. He later said his years in school were the darkest and most bitter of his life. At one school, he lived at his schoolmaster’s home, where he was abused, being told that it was “to improve his character”. He later said the faculty had discouraged him from writing, driving him into a depression…The Little Match Girl’is a short story by Hans Christian Andersen. The story, about a poor, dying child’s dreams and hopes, was first published in 1845. Source: Wikipedia 

A LITTLE UP MUSIC FOR THE HOLIDAYS!😄🎄🎼

  Charlie Brown Medley – The Piano Guys Are THE BEST! 😄🎄

 

Charlie Brown and The Peanuts Gang😄 MERRY CHRISTMAS! 🎄🌟

 

ESL Voices Lesson Plan for this post

Level: intermediate-advanced

Language Skills: reading, writing and speaking. Vocabulary  activities are included.

Time:  approximately 2  hours.

Objectives: Students will achieve a better understanding of the story The Little Match Girl by Hans Christian Andersen, through  learning literary devices and terms  (e.g., imagery, symbolism, protagonist, themes)  used for analyzing stories.  They will also learn how to  analyze the relationship between characters, and events in the story using these literary devices.

Reading Strategies: Students will make predictions based on the title; draw conclusions and make generalizations about what they have read by utilizing background knowledge, looking for the main ideas, making notes, highlighting or underlining specific information, and by answering discussion questions. They will learn new vocabulary through inference, highlighting unknown words, and using the dictionary.

Materials:

A copy of the story The Little Match Girl

Biography of Hans Christian Andersen.

Examples of  Components for Literary Analysis

I. Pre-Reading Activities

Directions: In groups have students read the brief biography of Hans C. Andersen. Have students focus on his childhood. Some highlights from the life of Hans Christian Andersen will help students make connections to the story.

Students should also know when the story was written: This story was written in the midst of the United States’ and Europe’s industrial revolution (1820-1870’s), during which child labor was commonplace, and there was no “safety net” for destitute children in poor health and homeless.

Source: History of Child Labor

Pre-reading Discussion Questions

Directions: Place students in groups and let them discuss the following questions.

  1. Have you ever seen underaged children selling items on the street in today’s society?
  2. Have you (or someone you know) ever had to sell items to get money to eat or pay rent? To help your family?
  3. Have you met people so poor they had to sell small items on the street?
  4. If you could help some people during the Christmas or New Years season would you?

 

Stimulating Background Knowledge

Prediction Organizer Charts

Directions: Students may use these reading charts by Pace High School as  pre-reading, while-reading and post-reading tools to aid their comprehension of the events and characters in the story.

Prediction Outcomes Chart

 

II. While Reading

Vocabulary Word Inference

Directions: Place students in groups and have them infer the meanings of the words in bold font taken from the story.

  1. No one had given her a single farthing.
  2. They were very large slippers, which her mother had hitherto worn.
  3. One slipper was nowhere to be found; the other had been laid hold of by an urchin.
  4. The poor little thing lost them as she scuffled away across the street.
  5. She did not venture to go home.
  6. Grandmother, told her that when a star falls, a soul ascends to God.
  7. She drew another match against the wall and in the lustre there stood the old grandmother.
  8. Old grandmother, so bright and radiant, so mild, and with such an expression of love.
  9. And the matches gave such a brilliant light that it was brighter than at noon-day.
  10. No one even dreamed of the splendour in which, with her grandmother she had entered on the joys of a new year.

Reading Comprehension: Questions From the Story

  1. When does the story take place?
  2. Why were her slippers so large?
  3. Why didn’t she want to go home?
  4. Why did she light the first match?
  5. Why did she light the entire bundle of matches?
  6. What happened to the little girl at the end?
  7. What did the little girl see before she died?

Using Charts for Guidance

Directions: Use the following chart to help make predictions about the characters in the story

 

Character Prediction Chart

 

Questions forCharacter Analysis

From whose point of view is the story being told?

Who is the protagonist in this story?

Give a brief description of the following characters using the chart above:

The Father:What kind of man do you think he is?

The Mother: What do you think the mother was like?

The Grandmother: Describe the grandmother.

The Little Match girl: What kind of person is she?

 

Questions for Literary Analysis

  1.  What are some of  the themes in the story?
  2. Provide examples of how  Andersen uses imagery.
  3. Does  Andersen provide symbolism the story? How?

 

Questions For Reflection

  1. Do you think Andersen’s personal life affected his writing  this story of a poor matchstick girl? In what way?
  2. During the writing of this story, it was legal for underaged children to work. Can underage  children still work today? Why or why not?
  3. What  can kids who live in poverty today do to make money?
  4. How is what kids do today to earn money different (or the same) as the little matchstick girl?
  5. If you met the little Match girl how do you think you could help her?
  6. If you could speak to her father, what would you say to him?  What would you say to her grandmother? Her mother?
  7. How did the ending make you feel?  Is this how you expected the story to end? Why or why not?

Ideas for Writing Assignment

Write a story where the grandmother is still alive.

Write a story where the little girl’s mother is still alive.

Write an ending describing the father’s reaction when he discovers his daughter is dead.

Write a different ending for the story.

ANSWER KEY

Category: Books., Holidays, Literature | Tags: , ,

The Wonder of Global Christmas Festivities

“It’s that time of the year when people world-wide celebrate Christmas. The following article highlights six countries and their uniques versions of celebrating Christmas.” J. Margolies, The New York Times

ESL Voices Lesson Plan for this post  with Answer Key

Excerpt: Six Christmas Traditions From Around the World, By Jane Margolies, The New York Times

“Christmas trees, Santa Claus and gingerbread lattes are all well and good. But with the homogenizing creep of Yuletide customs, travelers might well worry they’ll go to the trouble of getting somewhere new over the holidays only to find it’s just like everywhere else. Not the six places here. Each has its own way of celebrating Christmas, and with the festivities unfolding in plazas, parks and other public places, travelers are free to join right in.”

Castleton, England

Directions near Castleton in the Peak District in Derbyshire, England, where Christmas singing resounds in local caves. Credit- Jamie Duff

This pretty English village in Derbyshire’s Peak District is known for its walking paths and, high on a hill, the picturesque ruins of a Norman castle. It’s also home to four spectacular caverns bristling with stalagmites and stalactites. On weekends leading up to Christmas two of the caves offer caroling sing-alongs.

Jerusalem

The Basilica of the Nativity, on the place where Christ was born, in Bethlehem.Credit- Nasser Shiyoukhi

In most parts of Israel, where Christians make up about 2 percent of the population, it’s business as usual on Dec. 24 and 25. But in this city where Jesus lived and died, Christmas is joyously celebrated in the Christian quarter of the Old City. Churches decorated with trees conduct nonstop services in many languages (see cicts.org for listings of services), with Jews and Muslims often sitting in.Marching bands and bagpipers led by Arabian horses weave through the narrow streets to Manger Square, the plaza outside the Basilica of the Nativity, which stands on the grotto where Jesus was born.

Oaxaca, Mexico

Sculptures made of radishes are shown at Noche de Rábanos (Night of the Radishes) in Oaxaca, Mexico. Credit:Judith Haden: DaniaDelimont.com

Posadas — door-to-door processions that re-enact Mary and Joseph’s search for shelter — and a parade with candlelit paper lanterns fill the streets of this city in southwestern Mexico… But the most awe-inspiring custom is the century-old competition known as the Noche de Rábanos (Night of the Radishes) on the evening of Dec. 23. In the zócalo, the city’s central square, under a canopy of lights, farmers display elaborate sculptures — nativity scenes, robed kings, musicians — all carved out of the giant radishes grown locally.

Quebec City

Père and Mère Noël stroll the streets of Quebec City. Credit- Christinne Muschi for The New York Times

You would think temperatures in the teens and wind whipping off the St. Lawrence River would drive everyone indoors. But the 403-year-old capital of Quebec province revels in the outdoors at Christmastime, when stone buildings sparkle with lights. Fortify yourself with maple sugar pie from the Ferme Line & Steve Morency stand at Le Marché de Noel in the farmers’ market in the Old Port area.

Rome

Christmas lights decorate the Piazza di Spagna in Rome. Credit Alseeandro Bianchi:Reuters

Although the larger-than-life nativity scene in St. Peter’s Square is under wraps until Dec. 24, when this year’s still-top-secret version will be unveiled just in time for the Pope’s midnight Mass, you can feast your eyes on the remarkably detailed 18th-century Neapolitan carved-wood crib… Piazza del Popolo, to see crib elements made of everything from coral to chocolate. Or just duck into any church or cathedral you happen by.

Taos, N.M.

Farolitos, paper bags with votive candles inside, illuminate Taos, N.M. Credit- Walter Bibikov:DaniaDelimont.com

Bonfires blaze nightly in the plazas, bringing a block-party vibe to this New Mexico town. Farolitos (brown paper bags lighted with votive candles) line streets, snaking past galleries and art studios… When the Spanish came here in the 17th century, they brought their culture, and today celebrations blend Catholic and Native American traditions.”

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced


Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 2 hours.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article with a focus on improving reading comprehension and improving oral skills. At the end of the lesson students will express their personal views on the topic through group work and writing.

I Pre-Reading Activities

Stimulating background knowledge: Brainstorming

Directions: Place students in groups, to find out what they already know about Christmas celebrations in different countries.  Next, have students look at the pictures in the article to generate ideas or words about the topic.  Discuss as a class and list these ideas on the board.

Colorful Brainstorming chart from Live It Magazine.

II While Reading Tasks

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. This pretty English village in Derbyshire’s Peak District is known for the picturesque ruins of a Norman castle.
  2. At Peak Cavern’s evening songfests participants sit inside the cave — which has great acoustics — to belt out “We Three Kings” and “Rudolph the Red-Nosed Reindeer.
  3. From Jerusalem, many people make the pilgrimage six miles south to Bethlehem.
  4. The plaza outside the Basilica of the Nativity, which stands on the grotto where Jesus was born.
  5. Posadas are door-to-door processions that re-enact Mary and Joseph’s search for shelter.
  6. Tthe most awe-inspiring custom is the century-old competition known as the Noche de Rábanos.
  7. The 403-year-old capital of Quebec province revels in the outdoors at Christmastime.
  8. Just visit into any church or cathedral you happen by.
  9. In Italy there are burlap-and-straw depictions of the Italian witch called La Befana.
  10. Bonfires blaze nightly in the plazas, bringing a block-party vibe to this New Mexico town.

Reading Comprehension

True / False

Directions:  The following statements were taken from the article.  If  a statement is true, write (T) if  a statement is false  write (F). 

  1. Each country mentioned in the article has similar ways of celebrating Christmas.
  2. The English village in Derbyshire’s Peak District is known for its walking paths.
  3. On weekends leading up to Christmas in Derbyshire’s Peak  people can sing in the caves.
  4. From Bethlehem  many people make the pilgrimage six miles south to Jerusalem, to celebrate.
  5. In Oaxaca, Mexico, the most awe-inspiring custom is the century-old competition known as El  Día de los Muertos on the evening of Dec. 23.
  6. Creations such as Nativity scenes, robed kings, musicians, are all carved out of the giant radishes grown locally.
  7. In Quebec City the 403-year-old capital of Quebec province revels in the outdoors at Christmastime.
  8. In Rome the larger-than-life nativity scene in St. Peter’s Square is kept under wraps until Dec. 24.
  9. La Befana, is an Italian santa  said to fly around on a broomstick.
  10. In Taos, N.M. celebrations blend Catholic and Native American traditions.

Grammar Focus

Using Adjectives  to describe pictures    

Directions: Have students choose a picture from this lesson and write a descriptive paragraph using adjectives.

For a review of Adjectives visit ESL Voices Grammar

III Post Reading Tasks

Reading Comprehension Check

WH-How Questions

Directions: Have students use the  WH-question format to discuss or to write the main points from the article.

Who or What is the article about?

Where does the action/event take place?

When does the action/event take place?

Why did the action/event occur?

How did the action/event occur?

Discussion/Writing Questions

Directions: Place students in groups and have them answer the following questions. After, have the groups share their thoughts as a class. To reinforce the ideas, students can choose to write an essay on one of the discussion topics.

  1. Describe how Christmas is celebrated in your country.
  2. Which celebration described in this article is your favorite? Explain why.
  3. Can you see any similarities between the six celebrations?
  4. What new information have you learned from this article? Share it with your group and then as a class.

 

Group Project

Directions: Have students go to this site Santa’s Net  which has a large collection of traditions  from different countries.  Have each group choose a country that celebrates Christmas differently from the ones mentioned here, and describe that  country’s celebration.

1-Minute Free Writing Exercise

Directions: Allow students 1 minute to write down one new idea they’ve learned from the reading. Ask them to write down one thing they did not understand in the reading.  Review the responses as a class. Note: For the lower levels allow more time for this writing activity.

ANSWER KEY

Category: Celebrations, Holidays | Tags: ,